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Ai Tutors vs. Tenacious Myths: Evidence from Personalised Dialogue Interventions in Education
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Outgoing claims: the papers this work cites, builds on, or argues with.
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Toward a Model of Transfer as Sense-Making
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American Conspiracy Theories
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The Differential Impact of Abstract vs. Concrete Information on Decisions1
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Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities
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Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning
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Durably reducing conspiracy beliefs through dialogues with AI
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Misinformation and Its Correction
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Psychological Assessments in Legal Contexts: Are Courts Keeping “Junk Science” Out of the Courtroom?
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Dual-Process Theories of Higher Cognition
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Effectiveness of Intelligent Tutoring Systems
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Explicit warnings reduce but do not eliminate the continued influence of misinformation
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